"Sometimes it's hard and sometimes it's easy because sometimes I know how to read", - exploring metacognition in primary 1 using pupil views templates

Incorrect date on title page. Date of award is 2021.This thesis explores Primary 1 children's metacognition as expressed through pupil views templates (PVTs) (Wall & Higgins, 2006). PVTs are practice-based tools designed to facilitate verbal reflection on learning. The overall aim of the study was to develop a deeper understanding of how children understand learning at the beginning of primary school and what factors might impact on metacognitive development and its verbal expression in a facilitated context.- Grounded in critical realism, the mixed methods study employed visually-mediated interviews with 85 children from 6 Scottish primary schools and teacher/parent questionnaires. Drawing from previous studies using PVTs with young children, the study adopted a facilitative and semi-structured approach to discussion around the PVTs and children's responses were recorded using structured response sheets. Teacher and parent questionnaires contributed supplemental data on children's early skills (executive functioning, self-regulation and verbal skills) and early education and family circumstances (NS-SEC, parent education, age at start of nursery). In-depth qualitative analysis drew on thematic analysis (Braun & Clarke, 2006) using both deductive and inductive approaches. Qualitative data on children's metacognition was then transformed to be used in quantitative analyses to explore connections between children's early skills and family circumstances and their demonstration of metacognition in the PVT interactions.This study's findings show that children demonstrated well-developed understandings of learning and still developing schemas of which they seemed only partly aware. Their knowledge and beliefs reflected how they made meaning of previous metacognitive experiences and the context the experiences took place in. Their emotions and attributions during these metacognitive experiences seemed to impact the knowledge they constructed. Regression analysis showed that early skills matter when demonstrating metacognition. In the early years, reflection on learning can be facilitated using pedagogically-appropriate tools. Facilitated reflections may help to increase/clarify children's metacognitive knowledge and encourage more positive and accurate attributions, particularly when experiencing difficulties. These findings suggest that the contexts developed by researchers and practitioners are vitally important to children's expression and development of metacognitive knowledge and skills.This thesis explores Primary 1 children's metacognition as expressed through pupil views templates (PVTs) (Wall & Higgins, 2006). PVTs are practice-based tools designed to facilitate verbal reflection on learning. The overall aim of the study was to develop a deeper understanding of how children understand learning at the beginning of primary school and what factors might impact on metacognitive development and its verbal expression in a facilitated context.- Grounded in critical realism, the mixed methods study employed visually-mediated interviews with 85 children from 6 Scottish primary schools and teacher/parent questionnaires. Drawing from previous studies using PVTs with young children, the study adopted a facilitative and semi-structured approach to discussion around the PVTs and children's responses were recorded using structured response sheets. Teacher and parent questionnaires contributed supplemental data on children's early skills (executive functioning, self-regulation and verbal skills) and early education and family circumstances (NS-SEC, parent education, age at start of nursery). In-depth qualitative analysis drew on thematic analysis (Braun & Clarke, 2006) using both deductive and inductive approaches. Qualitative data on children's metacognition was then transformed to be used in quantitative analyses to explore connections between children's early skills and family circumstances and their demonstration of metacognition in the PVT interactions.This study's findings show that children demonstrated well-developed understandings of learning and still developing schemas of which they seemed only partly aware. Their knowledge and beliefs reflected how they made meaning of previous metacognitive experiences and the context the experiences took place in. Their emotions and attributions during these metacognitive experiences seemed to impact the knowledge they constructed. Regression analysis showed that early skills matter when demonstrating metacognition. In the early years, reflection on learning can be facilitated using pedagogically-appropriate tools. Facilitated reflections may help to increase/clarify children's metacognitive knowledge and encourage more positive and accurate attributions, particularly when experiencing difficulties. These findings suggest that the contexts developed by researchers and practitioners are vitally important to children's expression and development of metacognitive knowledge and skills

Cryptograms

How do you break a code? Give it to a seventh grader

KOMUNIKASI RITUAL PADA TRADISI PARANG PISANG DI NAGARI SURANTIH, KABUPATEN PESISIR SELATAN, SUMATERA BARAT

The parang pisang tradition is an activity that falls into the category of ritual communication. In this tradition there is a meaning to commemorate the birth of discordant twins so it is believed that there will be no feelings of love for one another. The reseacrh aims to determine the meaning and symbols contained in the parang pisang tradition and the understanding of the younger generation in interpreting this tradition. In this research, information was obtained through 7 (seven) speakers who fit the research criteria. The method used in this research is a qualitative method using syimbolic interactional theory.The results of the study indicate that there are verbal dan non verbal symbols in the tradition of this parang pisang. Verbal symbols in the form of minang rhymes used in the process of communicating during the event. As for non verbal symbols, there are obejcts and equipment used where every object used contains meaning.Kayworld : Tradition, Ritual Communication, Parang Pisang, Nagari Suranti

Review on the Effect of Moisture or Rain Fall on Crop Production

Rainfall is one of the primary factors affecting soil erosion and crop production under rain-fed agriculture. The review sought to quantify the effect of rainfall or moisture on crop production. The Rainfall distribution, amount and intensity as well as rain fall season was reviewed in relation to crop growth and development response., As research show the effect of drought on barley showed that, during the vegetative stage, water stress primarily reduced yields by a reduction in light interception arising from smaller leaves. However, for stress during the grain filling phase, yields were reduced almost equally by reduced photosynthesis per unit area arising from leaf senescence. The impact of rainfall on crop production can be related to its total seasonal amount or its intra-seasonal distribution. In the extreme case of droughts, with very low total seasonal amounts, crop production suffers the most. But more subtle intra-seasonal variations in rainfall distribution during crop growing periods, without a change in total seasonal amount, can also cause substantial reductions in yields. This means that the number of rainy days during the growing period is as important, if not more, as that of the seasonal total. Generally, the effect of rainfall variability on crop production varies with types of crops cultivated, types and properties of soils and climatic conditions of a given area. Keywords: Soil moisture, rain fall, crop adaptation and drought DOI: 10.7176/CER/11-2-01 Publication date:March 31st 2019

Advertising - Word of Mouth terhadap Keputusan Mahasiswa Memilih Jurusan Ilmu Komunikasi di Universitas Dharma Andalas

Penelitian ini bertujuan untuk mengetahui iklan dan word of mouth terhadap keputusan mahasiswa jurusan ilmu komunikasi Universitas Dharma Andalas. Wawancara penelitian ini dilakukan pada angkatan 2019-2022 dengan sampel sebanyak 10 responden. Data diperoleh dengan melakukan kuesioner, kemudian dideskripsikan dengan hasil wawancara dan ditarik kesimpulan. Dari penelitian yang dilakukan diketahui berdasarkan hasil wawancara menunjukkan bahwa hasil menunjukkan bahwa iklan dari mulut ke mulut berdampak positif terhadap keputusan mahasiswa untuk memilih program studi ilmu komunikasi di Universitas Dharma Andalas. Hasil wawancara determinasi menunjukkan bahwa word of mouth ads terhadap keputusan mahasiswa memilih program studi IPA Universitas Dharma Andalas sebesar 50,3% sedangkan sisanya 49,7% dipengaruhi oleh faktor lain